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Abstract

Details

Coaching and Mentoring for Academic Development
Type: Book
ISBN: 978-1-78973-907-7

Article
Publication date: 13 November 2019

Kay E. Sanders, Monica Molgaard and Mari Shigemasa

This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels…

Abstract

Purpose

This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA.

Design/methodology/approach

The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone.

Findings

The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms.

Research limitations/implications

Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings.

Practical implications

ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates.

Social implications

This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood.

Originality/value

This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

Article
Publication date: 30 January 2019

Steve Sider

The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

Abstract

Purpose

The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

Design/methodology/approach

The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.

Findings

Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school.

Practical implications

The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South.

Originality/value

The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 21 July 2020

Susanne Mary Owen, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding and Taaruru Taoaba

Systems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this…

Abstract

Purpose

Systems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.

Design/methodology/approach

A case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literature

Findings

The case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.

Research limitations/implications

The study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.

Practical implications

The data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;

Originality/value

The study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

Details

International Journal of Educational Management, vol. 34 no. 10
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 21 November 2018

Anne H. Simmonds and Andrew P. Dicks

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for…

Abstract

Purpose

Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.

Design/methodology/approach

In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.

Findings

Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.

Originality/value

Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

Article
Publication date: 8 August 2016

Amy L. Lakin

The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered…

Abstract

Purpose

The purpose of this paper is to determine the most fair, authentic, and reliable elements to include in a portfolio of faculty work, specifically at teaching-centered institutions.

Design/methodology/approach

This paper examines and evaluates relevant literature pertaining to faculty portfolios of work and recommends portfolio formats for teaching-centered institutions.

Findings

The author concludes that the four most essential components of a faculty member’s portfolio at a teaching-centered university are mindful student evaluations, critical peer evaluations, a sample of teaching materials, and evidence of collegial behavior.

Originality/value

This paper is valuable for administrators, deans, and department chairs who are evaluating their current rank, tenure, and promotions criteria and processes.

Details

International Journal of Educational Management, vol. 30 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 February 2008

Sue Samson and Donna E. McCrea

This paper seeks to describe the implementation of a peer review of teaching (PROT) instructional improvement program at the Mansfield Library at The University of Montana. The…

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Abstract

Purpose

This paper seeks to describe the implementation of a peer review of teaching (PROT) instructional improvement program at the Mansfield Library at The University of Montana. The success of the PROT program is based on its teacher‐friendly collegial mentoring. This article provides a model for effective implementation in other academic libraries.

Design/methodology/approach

The paper describes a program implemented to improve teaching by librarians through a peer appraisal model. Built on best practices, the PROT program implementation is a three‐step process that provides a framework for integrating formative assessment into teaching.

Findings

Program evaluation documented that librarians valued their participation as both teachers and observers. Designed to encourage instructional improvement through formative and structured feedback provided by peers, the program has continued to grow as part of the assessment opportunities integrated into the library instruction program.

Practical implications

This paper provides a model for the effective implementation of PROT in academic libraries as a formative method to strengthen quality teaching.

Originality/value

This paper focuses on good teaching and formative assessment, both of which are vital to a quality information literacy program, and establishes the effectiveness of the mentoring environment to foster instructional improvement. It further identifies how this process can be integrated into a full spectrum of library instruction and instructional assessment initiatives.

Details

Reference Services Review, vol. 36 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 17 December 2016

Suzanne C. Hopf, Sharynne McLeod and Sarah H. McDonagh

Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common languages…

Abstract

Purpose

Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common languages. Recent changes to educational policy, specifically the mandating of students learning all three of the Standard languages of Fiji (Fijian, Hindi, and English), have been introduced in hope that cross-linguistic understanding will encourage a greater sense of national identity amongst all Fijians regardless of ethnicity. This study explores one multilingual school environment considering students’ language use, attitudes and friendships in light of these policies.

Methodology/approach

A convergent mixed-methods research design using surveying, artefact collection, students’ drawing and observation was employed.

Findings

The majority of students reported some proficiency in the language of their inter-ethnic peers; however, students’ inter-ethnic friendships predominantly relied on English language use. It was observed that most friendships amongst these Fijian primary school students were still established according to main language use at home; however, inter-ethnic peer interaction in English was observed to be friendly and respectful. These language use patterns and friendship behaviours were potentially reinforced by individual and societal multilingualism, in addition to the school environment.

Originality/value

The chapter presents the first research linking Fijian primary school students’ language choices and friendship development.

Details

Friendship and Peer Culture in Multilingual Settings
Type: Book
ISBN: 978-1-78635-396-2

Keywords

Article
Publication date: 7 August 2017

Xiu Cravens, Timothy A. Drake, Ellen Goldring and Patrick Schuermann

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in…

Abstract

Purpose

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.

Design/methodology/approach

Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.

Findings

The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.

Social implications

The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.

Originality/value

The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

Details

Journal of Educational Administration, vol. 55 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 8 May 2018

Zeynep Tatli, Nursel Uğur and Ünal Çakiroğlu

The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.

Abstract

Purpose

The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.

Design/methodology/approach

The study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.

Findings

The results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.

Originality/value

In the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

11 – 20 of over 28000